Education Commons^™

Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez

Dissertations

Transfronterizx students and their families cross the U.S.–Mexico border for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools to provide more socioeconomic opportunities in the United States. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. Moreover, transfronterizx students and their families have distinct needs in U.S. schools; as such, there is a need for further research on the transfronterizx experience in the U.S. K–12 system. This qualitative narrative inquiry study aimed to understand the experiences …

Supports And Barriers Of The Lived Experience Of Hmong Women K-12 Administrators Seeking Advancement In Leadership Positions, May Moua

Dissertations

Purpose: The purpose of this qualitative phenomenological study was to examine the supports of cultural, family, community, professional career, and mentorship Hmong women administrators experienced in their career path toward a high-ranking educational administrative position. Additionally, the purpose of this study was to examine the cultural, family, community, professional career, and mentorship barriers Hmong women administrators experienced as they ascended to high-ranking educational administrative positions.

Methodology: This study was conducted using qualitative research methods. The researcher utilized a group of highly educated Hmong female administrators in the Central Valley, California area. This group of individuals shared their experiences of supports …

A Middle-Class Mother's Journey On Navigating The Educational System: The Impact Of Critical Race Theory, Intersectionality, And Class In Schools, Amy A. Hunter

Dissertations

This is a qualitative autoethnographic study of a Black mother in the Midwest region as she navigates the educational system for her children. This is a research document that informs the reader of the impact of racism and the intersectional identity of race, gender, and motherhood. The importance of intersectionality is highlighted in this research, and so it is that the mother is middle-class to articulate that poverty, access to resources, or the educational attainment of the mother are not necessarily mitigating factors for the treatment she receives within the educational setting. Moreover, is serves as a guide for other …

A Phenomenological Study: The Perceived Impact Of The Intersectional Barriers Created By Gender And Race On African American Female's Advancement To A K-12 Central Office Leadership Position, Mariyon Thompson

Dissertations

Purpose: This phenomenological study aimed to explore the perceived impact of the intersectional barriers created by gender and race on African American females' advancement to a K-12 central office leadership position. The second purpose of this study was to identify strategies African American females leverage to overcome barriers due to intersectionality while advancing to a K-12 central office leadership position.

Methodology: This qualitative research study employed a phenomenological approach to describe the lived experiences of eight African American women leaders employed in K-12 central office leadership positions in San Bernardino and Riverside counties. Data collection included an interview protocol of …

An Exploration Of Hispanic Female Principals’ Career Advancement Through The Lens Of Intersectionality, Natalie Baptiste

Dissertations

Purpose: The purpose of this phenomenological study was to explore the perceived impact of barriers created by the intersection of gender and ethnicity on the advancement of Hispanic females to the K-12 principalship. A second purpose of this study was to identify strategies Hispanic females leverage to overcome barriers due to intersectionality while advancing to the K-12 school principalship.

Methodology: This qualitative research study employed a phenomenological approach to describe the lived experiences of nine Hispanic female principals serving in public K-12 schools in Orange and Riverside counties in California. Data collection included an interview protocol of 13 …

Lifting As We Climb: Giving Voice To Black Female Mentorship Stories And Exploring Factors That Lead To Successful Mentoring Outcomes, Channon Peoples, Margaret Brockmeyer, Dawn Indelicato-Faw

Dissertations

As researcher-practitioners, we noted that the literature on mentorship has increased dramatically in recent years. However, the literature lacks attention to female paired mentoring relationships, especially relationships between women of color. Although we did not initially set out to fill this gap, our research does bring attention to the power of mentorship relationships between women of color. We explore three critical factors of an effective, female mentor-mentee relationship: social capital development (i.e., expand networks, build relationships), social and emotional learning (i.e., strengthen emotional resilience, increase self-awareness), and awareness of intersectionality (i.e., interact with role models, draw upon one’s unique identities). …

Female African American Higher Education Chief Executives: An Explanatory Mixed Methods Study Of Their Use Of Personal Power To Dismantle Self-Sabotage, La Toya Davis, Nee Goodrum

Dissertations

Purpose: The purpose of this explanatory mixed methods study was to identify and describe self-sabotaging behaviors experienced by female African American higher education chief executives and to explore the impact these behaviors had on their career development. A secondary purpose of this study was to identify the strategies employed by female African American higher education chief executives to overcome self-sabotaging behaviors.

Methodology: This explanatory mixed method study identified and described the lived experiences of eight female African American higher education chief executives across the United States. This research design encompassed a sequential data collection method using an electronic survey instrument …

An Education System Built On The Pillars Of White Supremacy And Anti-Blackness: A Collection Of Autoethnographic Studies Depicting How Black Kids Never Had A Chance, Abena B. Boateng, Ida B. Casey, Jamie C. Klupe, Julie C. Moorman, Angeline Williams-Jackson

Dissertations

In this collection of autoethnographic studies, a group of five women with differing racial identities takes us through each of their deeply personal journeys of social justice awareness and transformation. Using the theoretical frameworks of Critical Race Theory and Critical Whiteness Studies, these women share personal narratives of their lived experiences depicting how the education system in the United States is built on the pillars of White supremacy and anti-Blackness. Through their stories, we learn that schools are not meant for all students to succeed, and in actuality, Black students never had a chance. This collection of autoethnographic studies exposes …

Deverne Calloway: “I Am A Teacher---I Will Teach”, Holly Hick

Dissertations

In 1962, DeVerne Calloway was the first Black woman elected to the Missouri General Assembly and the first Black woman elected to any public office in the state of Missouri. A political activist and educator by nature, a legislator by trade, DeVerne has decades of historically documented critical work within the intersections of race, gender, and class. Her work, though well documented, remains undertheorized. This study seeks to explore DeVerne’s life and work through Black feminist theory and Critical Race Theory’s tenets of intersectionality and interest convergence, ultimately tracing her actions as a public intellectual. Written as an educational biography, …

Culturally Relevant Pedagogy And First-Generation Latinx Student Sense Of Belonging, Rachel Abel

Dissertations

This qualitative research study assessed the impact of culturally relevant pedagogy on first-generation Latinx student sense of belonging at an emerging Hispanic serving institution (HSI). This study adds to current literature around culturally relevant pedagogy, which focused on the close, meaningful relationships between faculty and students in the classroom (Ladson-Billings, Gay, Wlodkowski, & Ginsberg, Stembridge, et al.). The link to sense of belonging (Hurtado & Carter, 1997) demonstrated the importance of academic and non-academic setting connections that led to other social and academic outcomes, which include student satisfaction, motivation to study, and perseverance in completion of a post-secondary. A transformative …

What About Us? For Girls Between Worlds: How Black Girls Navigate White High Schools, Cryslynn C. Billingsley

Dissertations

This qualitative study is about the experiences and challenges Black girls have while attending predominantly White high schools and what they are doing to navigate that particular space. The purpose of this study was to explore and understand more about how Black girls navigate White space as minority members of a system that was not originally intended for them. Through semi-structured interviews, Black girls were asked directly to share their lived experiences. This study hopes to illuminate and amplify the voices of Black girls and help others see them by giving them a platform to discuss and tell their stories. …